By Ben Rampton
The learn of childrens within the lecture room, and the way they have interaction with each other and their lecturers, can let us know greatly approximately late-modern society. during this revealing account, Ben Rampton offers the huge sociolinguistic learn he performed in an inner-city highschool. via his brilliant research of lecture room speak, he bargains solutions to a couple very important questions: does social category nonetheless count number for teens, or is it in death? Are conventional authority relationships in colleges being undermined? How is that this tormented by well known media tradition? His examine, which supplies quite a few transcripts and 3 huge case experiences, introduces a manner of perceiving tested rules in sociolinguistics, corresponding to id, lack of confidence, the orderliness of school room speak, and the adventure of studying in class. In doing so, Rampton exhibits how paintings in sociolinguistics can give a contribution to a few significant debates in sociology, anthropology, cultural reviews and schooling.
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Extra info for Language in Late Modernity: Interaction in an Urban School (Studies in Interactional Sociolinguistics)
There is little evidence of this in the descriptions from the 1970s and 80s, and this shift can be aligned with the increasing ‘conversationalisation of public discourse’ that Fairclough speaks of (1995), and with the growing separation of formality and seriousness in public culture generally. That is probably sufficient as an introduction to the central topics and concepts in this book. To conclude this chapter, it is worth briefly describing the fieldwork and data collection on which it is based.
In Part II, I focus on adolescents playing around with a foreign language that they have been taught at school (German). This is probably a very common phenomenon, but it is an almost entirely new theme for Language, interaction and schooling 23 sociolinguistic research, and its neglect is no doubt related to the fact that in the ‘linguistics of community’, this kind of language use seems simply too trivial to bother with. Then in Part III, I analyse social class as an interactional process, and again this is out-of-step with sociolinguistic orthodoxy, which instead tends to treat social class among young people as an objective matter determined by parental occupation and income, and takes it for granted that children from non-posh homes will be vulnerable to feelings of linguistic inferiority (‘linguistic insecurity’).
Assimilation: the Other Pluralism: the different should learn to languages and cultures in become more like us. a society should be recognised, respected and cultivated. Conservatism. Liberal pluralism. Marxism. Class war/anti-racism/antiimperialism: structures of domination need to be critiqued and resisted. There are universals and grand narratives: imperialism, exploitation and dependency. Power, ideology and capitalist oppression. There is resistance through critical analysis and the mobilisation of oppressed groups.